Arizona Common Core State Standards: ELAConventions of Standard English
7.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
7.L.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening. Text Types and Purposes*
7.W.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through selection, organization, and analysis or relevant content. Production and Distribution of Writing
7.W.4
Produce clear and coherent writing in which the development, organization, and style or appropriate to task, purpose, and audience.
7.W.5
With some guidance and support from peers and adults, develop and strengthen writing as need by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
7.W.6
Use technology, including the Internet, to produce and publish writing and link to and cite sources as will as to interact and collaborate with others, including linking to and citing sources.Comprehension and Collaboration
7.SL.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a.Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
d. Acknowledge new information expressed by others and, when warranted, modify their own views.

Using the projector or Interactive Whiteboard, show Earth on Google Earth

Zoom in to better see oceanic crust and continental crust of tectonic plates

Show mid-ocean ridges, but do not identify them to the students yet

Show areas where oceanic and continental crust meet

Students will respond to the following questions:

Why does it look like there are “lines” (1) on ocean floor (where mid-ocean ridge is) and (2) where oceanic crust and continental crust meet?

Students will write responses to these questions in notebook. They will use this information in their presentations.The teacher can prepare aforementioned questions relating to the lesson in a shared document or presentation.

Students generate questions of their own to add to teacher’s questions.

Students create Shared Presentation (choosing their own tool) while keeping the intended audience (peers) in mind, that demonstrates the following:

A tutorial on how to use Google Earth while studying plate tectonics (either written or with screen shots)

An explanation of plate tectonics and a photo that demonstrates this concept

How to locate 2 additional earthquakes and 2 volcanoes in Google Earth. (Photos or written information)

The final slide must include an assessment titled: ‘Questions about Plate Tectonic Movement.’ Students refer to teacher’s questions and create their own so that they have a total of 5 questions about Plate Tectonics on the slide that the audience can answer with the information in the shared presentation. Students can present a Google Form embedded within their slide for students to answer, or they can email the form to class and gather data when finished. AND/OR Students can create a rubric for the information presented in their slideshow for other classmates to fill out. Online rubric making can be found at: Rubistar.

Extension: Using the shared Google Calendar that the teacher created for the class or other digital planner, students will sign up for a date the following week to present their findings about the effects of earthquake or volcano damage in at least one area of the world. This research can be carried out in a follow-up lesson.